Flight training accidents constitute 14% of general aviation accidents. Herein we determined the rates, injury severity, and phase of flight for primary student solo accidents/incidents (mishaps) in Cessna 172 aircraft. Mishaps over the period spanning 1994-2013 were identified from the NTSB database. Student population data were from the FAA. Statistics employed proportion tests, Poisson distribution, and Mann-Whitney tests. Across the study period, 598 mishaps were identified. While the mishap rate increased nearly twofold between 1994/1997 and 2002/ 2005, a 35% decline was evident thereafter. Nevertheless, no statistical difference in mishap rates was evident between the initial and current periods. Over 90% of mishaps resulted in no or minor injuries. However, 97% of involved aircraft incurred substantial damage and no incidents were reported. While the percentage of takeoff accidents climbed twofold , landing accidents accounted for .70% of all mishaps and remained unchanged over the 20 years. Over one-third of landing accidents were related to excess speed. Landing speed computation for a solo flight with an average weight trainee indicated an 11 knot lower V-ref than that for a Cessna 172S at maximum weight. No statistical difference was evident between the two genders for most phases of operation, although females were overrepresented for excess speed landing accidents. Landing accidents, one-third of which relate to excess speed, continue to challenge primary students. The importance of landing speed control, in the context of reduced aircraft weight, should receive additional emphasis in flight instruction.
The purpose of this study was threefold: first, to evaluate the effect of multimedia presentations versus traditional presentations on the academic achievement of college students enrolled in an introduction to aviation class at a historically Black institution located in a southern state; second, to investigate the influence of gender, experience, and class attendance on the academic achievement of aviation students; and finally, to assess the influence of type presentation (multimedia and traditional) on the course satisfaction scores of aviation students. A posttest-only control-group design was employed in this investigation to collect and analyze the data. Twenty-five students (16 exposed to traditional presentations and 9 exposed to multimedia presentations) were selected to participate in this empirical study. Two instruments, entitled Questionnaire on the Effect of Traditional Method Presentations and Questionnaire on the Effect of Multimedia Presentations, were used to gather the data. The results of the data analysis showed no significant difference between the written examination scores of aviation students by type of presentation. An interesting finding of the study was the significant influence of the variables gender and class attendance on the academic performance of aviation students. Female students did significantly better on the written examination than their male counterparts. In addition, students who missed fewer days did better on examinations than those who missed more days.
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